Doug Saylor's HoopLife

You're Never Too Small...Or Too Big

2010-09-12T11:29:00.000-07:00

Many players seem to be obsessed with displaying and improving their leaping prowess. In the sixth and seventh grades, I couldn't jump high enough to touch the backboard. I wasn't concerned, as were my basketball-playing peers, because I was focused on skill development.

I was almost always the smallest player on the court. I was slapped with the label of being too small to excel in a sport dominated by taller, bigger opponents. I wasn't discouraged, in fact, I felt that this gave me a tremendous strategic advantage, I was underestimated by my opponents. They would take one look at me and chuckle to themselves, thinking that they were in for an easy time on the court against me.

I decided that I would mentally approach my size as an advantage. I turned the classic small-player limitations inside-out. My goal was to make my opponents wish, by the end of the game, that they were playing against a larger, taller player. I was quick, I could handle the ball, I could penetrate, I could shoot, I could play defense, and as long as I was "out in space" I had the advantage. I didn't allow other people's opinions limit me. I knew that height doesn't limit ball handling ability, or relative strength, or physical conditioning. Height doesn't determine how well you can shoot the ball. I worked on the areas that I could control and didn't worry about the areas that I couldn't.

The same mentality is true for the taller, larger player. Don't allow your height to limit your ball handling skills, or your shooting skills, or your conditioning. Work on your footwork and body control. Expand your mind. Learn to think the game as a point guard. Don't use your size as an excuse, regardless of how much-or how little-God gave you.

David D Comes to Improve...

2010-07-05T11:50:00.000-07:00

I have been conducting basketball skill improvement sessions for over 8 years, and during this time I have worked with hundreds of players, from middle school up through and including professional players. I always follow the same process: conduct an evaluation of the players' skill level, review the evaluation with the player and set some goals, make a plan, start working to improve, review and repeat. Players come and players go.

David D came into the gym over two years ago, as an 11-year old player. I noted, among other things, that he was explosive and had good ball handling skills, but, he needed to work on his body control, had some poor visual habits, and needed to refine/correct his shooting mechanics. I have made similar observations about hundreds of players. David, however, was different.

David is now 13 years old, and when I look back at the video that I captured during his first session, I am amazed at the difference. He has improved dramatically in every area. The refinement of his shooting mechanics really jumps out, he now has an efficient one-piece shot that he is very accurate with. He can shoot off of the dribble or the catch. You don't have to be an expert to see the difference. How has David made these improvements? What is the secret?

David D comes into the gym, for each and every session, with one purpose. He comes to improve. He is focused. He is ready to work. He maintains a high energy level and he pushes himself on every repetition, of every drill. David is not afraid to work on areas that he is not already proficient in, he has a growth mindset. He wants to improve, and he is willing to pay the price to do so. He works on his game in between our sessions, and this is one of the keys to his improvement. David has the mental skills necessary to succeed. This is rare.

David recently attended the Duke basketball camp, along with 700+ kids with basketball dreams. I asked him how he did, and when he told me that he won the free throw contest for the entire camp, I wasn't surprised. David didn't just go up to Duke for fun, or for the experience, although those were important elements. He went to learn. He went to compete. He went to improve.

Motivation and Improvement

2010-04-21T10:53:00.000-07:00

It almost always begins with a phone call: "Hello. My son (or daughter) wants to become a better basketball player. Can you work with them to help them to improve?" The caller usually then goes on and on about the accomplishments of their child, for example, how many points that they scored in their last game, and how much potential they have. I listen politely, ask a few questions, and then schedule the initial evaluation.

The collaborative process is: Evaluate the current skill level, set goals, make a plan, and work to improve. Repeat. I find that usually the players and parents are very excited, and motivated, initially. However, after they realize that this is a long-term process, and that it takes a high level of self-motivation and attention to detail, the enthusiasm wanes. I explain that this is the reality of improvement, and that I don't have a magic wand.

The players who are driven intrinsically, and who focus on the process of improvement and not the product, are the ones who stay with it. This 'stick-with-it-ness" is a key to long-term improvement, yet, it is very rare. Of course, this is exactly why so few players achieve their true potential. This has been proven again and again with research, such as the work by K. Anders Ericsson, who has written extensively about Expertise and the role of Deliberate Practice.

In the words of Coach John Wooden, "Confidence comes from being prepared." I can't give a player confidence, it has to be earned. Hard work during the off-season is the best way to improve your individual skills. Look in the mirror, make an honest self-evaluation, set some goals, make a plan and start practicing. Then, stick with it.

The Trap is Set

2010-03-26T03:29:00.000-07:00

I am not a coach, at least not in the traditional use of that term. I am a Player Development Specialist. I focus on helping individual players improve. I consider myself first and foremost a teacher, and the players that I work with are my students. Current and former students include junior high and high school players as well as college and professional players, including P.J Brown of the world-champion Boston Celtics and Greg Monroe of Georgetown University.

I am now the Program Director at Above the Rim Gym, a state-of-the-art facility in Madisonville, Louisiana. This position has allowed me the opportunity to colloborate with various All-Star and AAU teams and their coaches. These coaches are volunteers, guys who are fathers of players on these teams, guys with full-time jobs in "the real world." Initially I was asked to help with improving each players' individual fundamental skills, such as shooting and ball handling, but, as time has gone by I have become involved in helping with overall team offensive and defensive tactics and strategies.

The offense that I have always been interested in is "the motion offense." The philosopy of the motion fits my philosophy of basketball: share the ball, move, maintain spacing and court balance, and work to develop each players' overall "game" instead of limiting players to narrow roles as much as possible. This is especially important with young players.

One of the tools that I am using to expand my knowledge (limited) of how to teach the motion is a Bob Huggins video, The Cut and Fill Motion Offense. Coach Huggins makes a great point in this video, (actually he makes many great points), when he says that "if you run sets, players get good at running sets, if you run motion, they become good at reading the defense, thus instead of running basketball plays they learn to play basketball."

Many youth coaches teach a few set plays, then they instruct their players to run these plays over and over, until they are good at running them. This is a short-term approach, it looks good at first and then when the set doesn't work or the defense adjusts, the players don't know what to do. Teaching the motion offense is the opposite, the players struggle at first because they are so used to running set plays, however, as they learn the concepts of the motion they are learning how to read the defense, how to set up the defender, and thus they learn how to play basketball. This should be the goal of every coach, become a better teacher so that your players learn how to play basketball. Focusing on this process, ironically, will produce a great product: a team that if fun to coach with players who are learning to play basketball.

Tiger Re-Tooled His Swing

2009-11-17T05:20:00.000-08:00

Players are very protective about "their" shot. The shot seems to be directly connected to a player's ego in a way that other skills aren't. I have helped many players improve their shooting mechanics over the years and I have learned that the psychological details are probably more important than the physical ones.

If a player wants to improve his shot, he or she should keep these points in mind:

1. It takes 21 straight days to create a new habit, so be patient.

2. You often have to be willing to go backwards short-term to improve long-term.

3. You will have to sacrifice some range/distance initially as you work to change and improve

your shot.

4. Take advantage of expert coaching/teaching. Check credentials, be wary of self-proclaimed

gurus or some guy on the playground.

Preaching vs Teaching

2009-10-05T06:44:00.000-07:00

I remember quite well an experience that I had as a rookie PE teacher. I had just delivered what I thought was a great introductory lecture on the material that the class would be covering. Then, I asked a series of questions to gauge how well the class had listened. Not one student had any real understanding of what I had just said. I was stunned and disappointed. Then, I saw a hand shoot up. Great, I thought, someone with some insight. The student's question: "Mr. Saylor, why is that light in the corner brighter than the other lights?" OK, maybe I had better start this class over.
I had to find a better way to communicate the information to my students. The usual reaction is to blame the students: they aren't listening, they are not focused, etc. The reality is, if you aren't presenting the information in an interesting and memorable manner, at the correct level, using the appropriate language, the students aren't going to "get it" and this is not their fault.
I was at a basketball clinic once, and after one of the coaches gave a spirited talk about the next drill/activity that would be conducted, I asked the group of young players a series of questions to assess their understanding. Not one player knew what the word "scrimmage" meant. They didn't know understand the phrase "flash to the post." I covered most of the key basketball terms used and they didn't know what most of them meant. They basically didn't comprehend the majority of the coaches' talk, but, they didn't want to appear to be "dumb" so they didn't ask any questions for clarification.
The point is, be very aware of your players' level of understanding and knowledge of the game of basketball. Ask questions. Don't assume that they know what you are talking about. Basketball has its own language and many young players haven't established their hoops vocabulary yet. The next time that you notice that they aren't following your directions, make certain that you "taught what you thought." Take a look in the mirror and assess your teaching skills.

Moses!

2009-08-22T03:44:00.000-07:00

I had the opportunity to play against the great Moses Malone in a high school All-Star game. He was a 6'11" high school phenom who went on to become the first player to go directly from high school into professional basketball. He started out in the ABA, then moved into the NBA where he became one of the greatest players ever.
Moses was known for his rebounding prowess, and I was able to watch him up close and personal as we went through practice sessions and scrimmages in preparation for the game. He wasn't loud or demonstrative, in fact, he rarely said a word. He didn't have a great "build" and he wasn't extremely explosive as a jumper. Yet, he was a rebounding machine. How did he manage to outrebound more athletic players?
He worked constantly to gain inside position. He had a tremendous "knack" for anticipating where the ball would come off of the rim. He had great footwork and vision. He assumed that every shot would be a miss.
I learned a lot watching Moses at work. He had 30+ points and 20 rebounds in the national All-Star game that I played in, beating my team by 1 point with a dunk at the buzzer. He was a man among boys that evening. Today's players would do well to watch some video of Moses at work, quietly dominating the boards. They might want to get quiet and get busy.

Be Quick But Don't Hurry

2009-08-04T14:09:00.000-07:00

One of the greatest basketball quotes ever is Hall of Fame Coach John Wooden's classic, "Be quick but don't hurry." He managed to say so much with so few words. Many young players try to play too fast. They rush around the court, thinking that they are going to "out quick" their opponents, only to manage to make more mistakes in a shorter time frame.

Steve Nash had a very insightful observation about Chris Paul after playing against him during his rookie season. Nash noted that Paul didn't try to play too fast. Nash was impressed that Paul knew how to use his quickness without trying to play fast the entire game. Basketball is a game of quick movements and quick reactions, however, a smart player has to slow down enough to make the correct read and thus the correct decision. Be quick but don't hurry.

I Showed Him That Already

2009-07-22T13:13:00.001-07:00

I have worked with hundreds of players, most of them individually. I work hard to help each player improve, using all of my expertise as a former player, as an exercise physiologist, and as a teacher. I don't just put players through a "workout." I customize each session depending upon many variables. I want the players to understand why they are performing certain drills. I want them to be able to apply this knowledge to game situations. I want them to learn as they work. I want them to be able to demonstrate this knowledge.

Often parents will ask me what we worked on, and I will usually make the player explain and demonstrate the drills, skills and concepts to their parents. Often, the parent (usually a dad) will exclaim, "I already showed him that. I told him that." Maybe they did, maybe they didn't. One thing is certain, the player didn't learn it.

Let's assume that the parent has a strong knowledge of basketball. Does the parent know what to teach, how to progress, how to explain, how to model, how to give feedback, when to give feedback, the type of feedback to give, and when to fade feedback? Does the parent know and understand child development? Does the parent know and understand kinesiology and biomechanics? Does the parent really know how to teach? Simply being an expert does not mean that you know how to teach. You haven't really taught unless the player demonstrates that they have learned.

Triple Threat or Something Else?

2009-07-21T12:28:00.000-07:00

I worked with members of a high school team recently. We focused on ball handling but I included some shooting work, as well. At one point, I asked them to demonstrate Triple Threat position for me. Not one player demonstrated this basic stance correctly. I was not surprised. I have worked with hundreds of players, and as of this posting not one player has demonstrated this fundamental offensive stance correctly. Can you? Are you sure?

Fearless or Clueless?

2009-07-20T09:39:00.000-07:00

Coaches like players who aren't afraid to make a play at "crunch time." Players who want to handle the ball against pressure, players who want to take the big shot. Players who want to go to the foul line in the final seconds to win the game. Usually these are the most highly skilled players on the team, the players that should have the ball in these situations. These players seem immune to the pressure, fearless.

However, some players don't understand their role on the team. These players want the ball at crunch time, only to turn it over. They want to take the big shot, only to clang it off of the rim. They don't understand that the reason that they are open at crunch time is because the defense wants them to have the ball. Coaches shake their heads and wince, wondering why these players don't "get it." These players seem immune to court awareness, clueless.

Develop your skills. Understand your role on the team. Know and understand your coach's game plan. Work to make yourself fearless, not clueless.

Training Thoughts

2009-07-18T17:12:00.000-07:00

There are only 4 variables that can be manipulated during training. These are: Mode: what you do. Duration: how long you do it. Frequency: how often you do it. Intensity: how much effort you put into doing it. However, there are many, many combinations of these 4 variables.

When planning a workout think about how you are going to structure it using these 4 variables. If you are not sure how to proceed, seek out and use someone with expertise. For example: if you are training for strength and conditioning, consider paying for the knowledge of a NSCA (National Strength & Conditioning Association) CSCS (Certified Strength & Conditioning Specialist). These credentials mean that this trainer has the education and training to properly advise you. Spending some money now will save you in the long term: less injuries and more production from your workouts.

Dealing with Injuries: A Paradigm Shift

2009-07-17T14:51:00.000-07:00

Injuries are a part of sports, and almost every basketball player will have to deal with injuries during their career. Like most situations, the response is more important than the event. In his best-selling book, The Seven Habits of Highly Effective People, Stephen Covey talks about the power of a paradigm shift. Basically, a paradigm shift involves seeing a situation from a different perspective.

Most athletes, particularly young athletes, look at an injury as a totally negative event. The player who can look at this situation from a different perspective can benefit in the long run. A great example is NBA Hall of Fame point guard Bob Cousy. He broke his right arm at age 13 when he fell out of a tree. He continued to play basketball and stick ball with his left arm until his right arm healed, becoming basically ambidextrous. He later called this "a fortunate event" and credited it with helping to make him a better player.

The next time that you suffer an injury, take a look from a different viewpoint. Is there an area of your game that you can improve as you recover? Can you sit in a chair and dribble, pass and even shoot? Can you develop your "weak" hand? Can you read and study video to expand your game? Work to turn your misfortune into a positive. The biggest benefit will be the development of your mind.

Kung Fu Basketball: Using Levels for Passing

2009-07-16T12:40:00.000-07:00

In his national bestseller, American Shaolin, Mathew Polly chronicles his experiences as an American living and training at the Shaolin Temple in China. He spent two years studying the ancient art of Shaolin Kung Fu. In one memorable passage he describes a challenge match against a coach from a rival martial arts school. He (Polly) fakes a low kick and connects with a devastating high kick. He comments on the rationale behind this move, "Coach Cheng had taught us to work on the high and low planes, because it is mentally difficult to process attacks at different heights: fake high, attack low; fake low, attack high."

One application (there are many) is passing. There is an often used coaching cue: Fake a pass to make a pass. A logical extension is, Fake high, pass low. Fake low, pass high. Although it seems simplistic, it works. Defenders have trouble recovering from a pass fake at one level followed immediately by a pass executed in a different level. Work one side of the defender's body so that he doesn't have time to recover.

2009-07-15T13:25:00.001-07:00

THOUGHTS ON IMPROVING IN THE OFF-SEASON

Basketball has an extremely long competitive season. The relatively short off-season period is a critical time and needs to be maximized. The point of this article is to help players make the most of this time period. Players who know how to practice intelligently will gain an advantage over their peers. These players will capture the attention of their coaches in the fall with expanded games and increased value to their teams.

Take an honest self-inventory of your skills. Ask yourself: What will my role be on the team next season? Remember, your coach determines your role, not you. You need to know exactly how he sees you fitting into the team. If you are not sure, ask your coach.
Now, ask yourself: How can I expand my role? Where can I improve specifically so that I become more valuable for my team? Example: I am a good rebounder and defender. My ball handling skills are relatively weak. My shooting mechanics are poor.

Look at the amount of time that you have to work prior to next season. How will you use this time? Will you be playing in any AAU or summer league programs? How much time will be invested in these programs? Caution! Be careful that you don’t spend too much time playing and not enough time working to improve your game! Ball skills take correct repetitions to develop and this takes time. Here is some math to consider: If you play in 5 AAU games and each game is 32 minutes long, that is a total of 160 minutes. There are 10 players on the court, and 1 ball, 160 divided by 10 = 16 minutes. If all things are equal (which they never are) and you play every minute of every game (which you probably won’t) you will have had the ball a whopping total of 16 minutes in those 5 games. That doesn’t allow you much time to develop your ball handling and shooting skills. In contrast, a well planned 1-hour workout will allow you basically 60 minutes of focused work on your ball skills. It would take more than 18 games to get that much “ball in your hands time.”

In summary, to start improving and preparing for next season: Evaluate your game. Know your role. Look at your time and resources. Set some goals based upon an intelligent expansion of your role. Make some plans for focused practice. Don’t spend too much of your precious time playing in games during your off-season. Spend your time preparing to play in next season’s games.